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Fostering dialogic peer feedback in synchronous online discussions: the effect of argumentation scaffold and role assignment.

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Title: Fostering dialogic peer feedback in synchronous online discussions: the effect of argumentation scaffold and role assignment.
Authors: Li, Yan1 (AUTHOR) ly2@mails.ccnu.edu.cn, Guo, Xin1 (AUTHOR) 979301988@qq.com, Pi, Zhongling2 (AUTHOR) pizl@snnu.edu.cn, Yu, Qiuchen1 (AUTHOR) yqc@ccnu.edu.cn, Yang, Jiumin1 (AUTHOR) yjm@ccnu.edu.cn
Source: International Journal of Educational Technology in Higher Education. 6/5/2026, Vol. 23 Issue 1, p1-23. 23p.
Subject Terms: *Peer review of students, *Metacognition, *Educational technology, *Attention, Communication patterns
Abstract: Dialogic peer feedback in synchronous online discussions provides multiple educational benefits; however, its implementation is often constrained by students' cognitive and interactional limitations. To address this issue, this study investigated the effects of argumentation scaffold and role assignment on students' emotion, social metacognition, and discourse patterns in dialogic peer feedback. A quasi-experimental design was employed, involving 98 undergraduates assigned to four conditions: (a) dialogic peer feedback only (DF; control group; n = 24); (b) scaffolded dialogic peer feedback (SDF; argumentation scaffold only; n = 24); (c) role-assigned dialogic peer feedback (RDF; role assignment only; n = 25); and (d) scaffolded, role-assigned dialogic peer feedback (SRDF; combination of argumentation scaffold and role assignment; n = 25). Results showed that argumentation scaffold enhanced students' positive emotion, social metacognition knowledge, and social metacognition judgment, whereas adding role assignment reduced these benefits. Discourse patterns further indicated that the SDF promoted deeper argumentation, the RDF increased participation, and the SRDF supported higher-level cognitive engagement. These findings suggest that argumentation scaffold and role assignment shape dialogic peer feedback in distinct ways, with scaffold strengthening the quality of reasoning and role assignment redistributing interactional participation. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Fostering dialogic peer feedback in synchronous online discussions: the effect of argumentation scaffold and role assignment.
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Yan%22">Li, Yan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ly2@mails.ccnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Guo%2C+Xin%22">Guo, Xin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> 979301988@qq.com</i><br /><searchLink fieldCode="AR" term="%22Pi%2C+Zhongling%22">Pi, Zhongling</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> pizl@snnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Yu%2C+Qiuchen%22">Yu, Qiuchen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yqc@ccnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Yang%2C+Jiumin%22">Yang, Jiumin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yjm@ccnu.edu.cn</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Technology+in+Higher+Education%22">International Journal of Educational Technology in Higher Education</searchLink>. 6/5/2026, Vol. 23 Issue 1, p1-23. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+patterns%22">Communication patterns</searchLink>
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  Label: Abstract
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  Data: Dialogic peer feedback in synchronous online discussions provides multiple educational benefits; however, its implementation is often constrained by students' cognitive and interactional limitations. To address this issue, this study investigated the effects of argumentation scaffold and role assignment on students' emotion, social metacognition, and discourse patterns in dialogic peer feedback. A quasi-experimental design was employed, involving 98 undergraduates assigned to four conditions: (a) dialogic peer feedback only (DF; control group; n = 24); (b) scaffolded dialogic peer feedback (SDF; argumentation scaffold only; n = 24); (c) role-assigned dialogic peer feedback (RDF; role assignment only; n = 25); and (d) scaffolded, role-assigned dialogic peer feedback (SRDF; combination of argumentation scaffold and role assignment; n = 25). Results showed that argumentation scaffold enhanced students' positive emotion, social metacognition knowledge, and social metacognition judgment, whereas adding role assignment reduced these benefits. Discourse patterns further indicated that the SDF promoted deeper argumentation, the RDF increased participation, and the SRDF supported higher-level cognitive engagement. These findings suggest that argumentation scaffold and role assignment shape dialogic peer feedback in distinct ways, with scaffold strengthening the quality of reasoning and role assignment redistributing interactional participation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 6/5/2026
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